A Bumpy Border Crossing into the Teaching Culture on a U.S. Campus: Experience of a Chinese Faculty Member

Cheng, Qiang; Wang, Jian; Zhang, Shaoan

doi:10.1007/bf03396965

Cited by 5 publications

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“…As few studies (e.g., Cheng, Wang, & Zhang, 2013) have investigated potential barriers and challenges Asian male faculty face during their early career development, this counter-story of how one international literacy scholar has shaped his personal and professional identities regarding literacy learning, teaching, and research contributes to more nuanced understanding. As with mainstream early career scholars, I realize that there are certain areas or topics that I am expected to teach or research.…”

Section: Discussionmentioning

confidence: 99%

Am I a Qualified Literacy Researcher and Educator? A Counter-Story of a Professional Journey of One Asian Male Literacy Scholar in the United States

Jang

2017

Journal of Literacy Research

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Although there has been a significant increase in the number of minority faculty members in higher education, little is known about potential barriers and challenges we face during their early career development. In this counter-story article, I share my own professional experiences regarding the choices I made and obstacles I faced in developing my own career including both teaching and research. Compared with mainstream early career scholars, I realized that there are certain areas or methods that I was expected to teach or research. I hope that my counter-story presented in this article can contribute to understanding the conflicts and labels that international faculty may face and reframing them as potential assets that we can develop and bring into meaningful literacy practice.

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Section: Discussionmentioning

confidence: 99%

Am I a Qualified Literacy Researcher and Educator? A Counter-Story of a Professional Journey of One Asian Male Literacy Scholar in the United States

Jang

2017

Journal of Literacy Research

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The irony of an ‘international faculty’

Wang

2021

Learning and Teaching

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Using the autoethnographic case study method, this article examines how my positionality as a foreign-born faculty member intersects with the institutional rhetoric of diversity and inclusion present in many predominantly White institutions. My vignettes show that foreign-born faculty, although contributing to the representation of diversity numbers, are positioned as knowledge providers in the discussions about the ‘global’, the ‘cultural’ and sometimes the ‘racial’, thus, ironically reinforce the embedded White institutional culture. This article argues that foreign-born faculty members could make use of their cultural positions to unpack the classed and racial culture on campus and to cultivate students’ anthropological sensibility. In other words, foreign-born faculty are in a unique position of recognising the limitations of the current diversity and inclusion rhetoric in predominantly White institutions (PWI), but also, they have the potential of decentring the White, middle-class cultural norms. This article concludes with some pedagogical implications.

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Principles of Discussion in Qualitative Educational Research

Zhang

Contemporary Approaches to Dissertation Development and Research Methods

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The purpose of this chapter is to offer perspectives of basic principles of writing discussion section in a qualitative research article or dissertation. The first portion of the chapter explains how to link the discussion of the findings to each component: brief summary of the findings, contribution to previous studies, contribution to the theory, implications, and limitations. The explanation includes examples that help readers get a glimpse of the connection. Built on the aforementioned explanation, this chapter also raises the common problems related to each element and further discusses the challenges for novice scholars. The second portion of the chapter focuses on scholars' expected development of knowledge and abilities for meaningfully connecting these five elements. Additionally, the importance of seeing findings through a holistic lens is discussed and meaningful implications for educational research, practice, and/or policy are provided.

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A Bumpy Border Crossing into the Teaching Culture on a U.S. Campus: Experience of a Chinese Faculty Member

Cited by 5 publications

References 50 publications

Am I a Qualified Literacy Researcher and Educator? A Counter-Story of a Professional Journey of One Asian Male Literacy Scholar in the United States

Am I a Qualified Literacy Researcher and Educator? A Counter-Story of a Professional Journey of One Asian Male Literacy Scholar in the United States

The irony of an ‘international faculty’

Principles of Discussion in Qualitative Educational Research

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